Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 14 · 2026-10-15

IELTS Writing Task 1 question

The charts below show the average percentages in typical meals of three types of nutrients, all of which may be unhealthy if eaten too much.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 4.0)

In USA basically unhealthy and junk food is very common. In this scenario the rate of diseases increases day by day. We have to seen different types of diseases like constipation, diarrhea and other type of. In USA basically Sodium food, saturated food and sugar added foods are very common. As we know these excessive foods are very dangerous to our health .Sodium food also has dangerous effect on our health if we take in excessive and bulk quantity. It doesn't mean that once you eat unhealthy food you got serious disease but it happens when you eat that type of food on regular base.On the other hand saturated food is also very common in USA. it is about 37% in food. We can say that the bulk quantity of it also bad for health. On the other hand the sugar food also very common in USA . They eat snacks which contain bulk quantity of sugar

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response makes only minimal contact with the chart and is largely off-task: it discusses junk food, disease and health advice rather than summarising the meal-by-meal percentages. The one chart figure given, 37% for saturated fat, is accurate for dinner, and the final sentence correctly identifies snacks as the largest source of added sugar, but it gives no percentage. There is no clear overview of the main patterns, such as dinner having the highest sodium and saturated-fat shares while snacks lead for added sugar. To improve, report the key comparisons across all three nutrients and avoid unsupported claims about disease, which the chart does not show.

Coherence and Cohesion: Band 3.5

There is a basic sequence of ideas, and linking phrases such as “On the other hand” show an attempt to connect points. However, the response does not progress through the chart in a clear, organised way: it begins with general health claims, repeats that foods are common in the USA, and only later mentions two chart features. The repeated transitions do not express a genuine contrast, so cohesion feels mechanical. Paragraphing is absent, and the final point about snacks is left undeveloped. A clearer structure would use an overview followed by comparisons of the meal categories, with each sentence contributing relevant chart information.

Lexical Resource: Band 4.5

The response uses a small range of familiar vocabulary, including “dangerous,” “excessive” and “quantity,” and the reader can generally understand the intended message. However, vocabulary is repetitive and often imprecise for describing statistical data: “Sodium food,” “saturated food” and “sugar food” are not natural ways to refer to the nutrients, while “bulk quantity” is repeated. Some expressions, such as “regular base,” are also awkward collocations. Use chart-specific terms such as “proportion,” “share” and “account for,” and name the meal category and nutrient precisely. This would make the language more suitable for an academic report and reduce reliance on general health vocabulary.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer clauses, for example, “It doesn't mean that once you eat unhealthy food you got serious disease but it happens when you eat that type of food on regular base.” However, control is uneven: “We have to seen” has an incorrect verb form, “the sugar food also very common” is missing a verb, and “it is about 37% in food” has an unclear grammatical relationship. Sentence boundaries and spacing are also inconsistent, as in “health .Sodium” and “base.On.” These errors do not make every idea impossible to follow, but they limit accuracy and clarity. Practise complete sentence patterns and check verb forms, articles and punctuation.

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